A Study On The Teaching Strategies Of Early Chinese Language From The Cognitive Perspective

Because of its unique charm,ancient Chinese in junior middle school has been enduring,its proportion is getting bigger and bigger,its teaching task is getting heavier and heavier,and new teaching methods need to be explored.Therefore,from the perspective of cognitive psychology,we will use the theory of cognitive psychology to guide classical Chinese teaching,explore new teaching methods.Starting from the angle of cognitive psychology,based on the characteristics of middle school students’ psychological development and the law of life movement,and taking the clue of "knowledge input into the brain-brain collation and absorption-knowledge digestion and construction-knowledge extraction and output" as the clue,this paper systematically discusses the difficult teaching of classical Chinese,the problem of difficult to learn classical Chinese.There are four main parts in this thesis.The first part is a brief analysis of the difficulty of Chinese writing in the beginning of the year,the analysis of the proportion of Liaoning test papers in the past five years,and the questionnaire for teachers and students to complete this part of the inquiry.The second part is the current situation and existing problems of Chinese language teaching in elementary school.This part is based on the results of questionnaire analysis.Students are living individuals and cannot be measured by fixed standards.Aspects form the evaluation criteria.The third part is the teaching strategy of classical Chinese in the context of cognitive psychology.It puts forward effective teaching strategies from both teachers and students.It explores the internal psychology of students in studying classical Chinese and allows students to complete the internal psychological evaluation.Dial in time in class and provide timely guidance after class to build students’ knowledge framework of classical Chinese.The fourth part is the analysis of teaching case outline in the context of cognitive psychology.The teaching outline is designed according to the theory of cognitive psychology,and the student’s knowledge frame is implicitly constructed,so that the classical knowledge is truly input and output.